A Study of the Curriculum Design from the Resource Room Teachers at Elementary Schools in New Taipei City.

• Main Authors: Yi Lin-Liao, 廖宜齡
• Other Authors: 王明泉
• Format: Others
• Language: zh-TW
• Published: 2013
• Online Access: http://ndltd.ncl.edu.tw/handle/28016932366082230232

碩士 === 國立臺東大學 === 特殊教育學系碩士在職專班 === 101 === The purpose of this study was to discuss how the curriculum designed by resource room teachers at elementary schools in New Taipei City. This research adopted questionnaire as the research method. The questionnaire used for the current research was adapted from “The curriculum design from the resource room teachers at elementary schools”, The study targets were the resource room teachers from elementary schools in New Taipei City, the 201 valid questionnaires from the 250 resource room teachers were investigated. Then, the collected data has been statistically analyzed by the frequency distribution, percentage statistics, t-test, one-way ANOVA, Scheffé method and chi-square test. The results were as follows: 1.The curriculum design was mainly involved by resource room teachers. Almost 50% of them consider parents’ opinions. 2.The contents of the curriculum were Chinese, Mathematics, emotional and interpersonal interactive course. Almost 60% of them applied learning strategies and Physical Movement curriculum. 3.Most teaching materials were from self-developed, regular classes materials came next, moreover, web site or unofficial teaching materials are applied as well. 4.There were three major course models in resource room: remedial course, modification course, and aided course. 5.The main principle that the resource room teachers follow was the student’s individual difference. 6.The difficulties that the resource room teachers encountered were: (1) The original curriculum design may not fit different groups of students. (2) For adjusting the curriculum to avoid students’ burden, time consuming becomes a must. (3) Students placement in the study period were difficult to insert the original groups. (4) It was a tough job design the curriculum for the special care. (5) The task of the resource room were overload, lacking of time to design the curriculum. 7.The principle of the resource room curriculum design were significantly Different by the teachers’ age, service years of regular class and professional background. 8.The difficulties of the resource room curriculum design were significantly different by the teachers’ age, service years of regular class and resource room, the number of grades. According to the results of the research, recommendations were sincerely Contributed to schools, educational official administrations and future researchers.